Maria Montessori (1870 - 1952) said, "First the education of the senses, then the education of the intellect." This is the philosophy behind the Montessori Method, which stemmed from Maria's experience in medicine and interest in the diseases of children. Maria's theory of education comes from methods of medicine (Jean Itard and Edouard Sequin) , education (Froebel) , and anthropology (Giuseooe). In this article reflection I will first discuss the history of how the Montessori Method cam about, followed by its basic concepts and major areas of focus.
Maria Montessori was one of the first women in Italy to become qualified as a physician. Not only was she an innovator in the world of medicine, but her approach to education was one that was unheard of at the time- "I studied my children, and they taught me how to teach them." This approach developed from Maria's experience with teaching "defective" children how to read and write at the first Children's House in Rome in 1907 for "challenged youth." At the Children's House Maria sought to teach skills not by having children repeatedly try them, but rather by developing exercises that prepared them. There was a focus on learning important daily life lessons, discovering personal self interests, and creating supportive learning environments. For example, she actually taught a lesson on how to blow your nose unobtrusively in public. She would also start each day with the "game of silence," which was a kind of meditation that gave students a sense of peace and focus to start out the day. This is one example of how Maria believed that the teacher should be the "keeper" rather than the center of the learning environment.
Environment is perhaps one of the most important elements of the Montessori Method. Maria said, "When you have solved the problem of controlling the attention of the child, you have solved the entire problem of education." She believed in teachers creating a stimulating environment that engages the whole personality, which in turn develops responsibility. In the Montessori Method, there is usually a central room for intellectual work with smaller rooms off to the side. There should also be lots of outside space and choices to work outside. Furniture in the room should be light so that students can arrange it how they like. Cabinets should be low for children to reach, and should contain items that students can use. For meals students should prepare their own spots, wash their hands, and clean up after themselves when they're done. When this type of environment is combined with student-led discvovery, the environment can be described as "controlled chaos." All of this is described in Maria's book, Dr. Montessori's Own Handbook (which sold out within 4 days when it first came out).
Dr. Montessori's Own Handbook also describes some other basic concepts of the Montessori Method. These concepts include:
1. The teacher pays attention to the student rather than the other way around (as was the traditionally accepted method at the time when she wrote her book)
2. The child proceeds at their own pace in an environment controlled to provide means of learning
3. Imaginative teaching materials are the heart of the process
4. Each material is self-correcting to enable the child to proceed at their own pace and see their own mistakes
5. The 3 major areas of focus include: motor education, sensory education, and language
There are 3 main age groups within the Montessori Method. The first 2 groups are from birth - 2 1/2 years, and 2 1/2 - 6 years. Within these first 2 groups the focus is for children to use their own senses to explore and manipulate their immediate environment. The last age group is 6 1/2-12 years. This age group deals with abstract concepts based on their own new reasoning, creativity, and imagination. Maria believed that all children learn best through exploration, manipulation, order, repetition, abstraction, and communication.
The reason why I chose the Maria Method is because the idea of "controlled chaos" appeals to me. I love the idea of creating an environment that gives my students a chance to explore their own interests within a controlled environment. The more I am in the music classroom, the more I realize that my vision of a class sitting in rows and answering my questions as I call on them is an outdated and unrealistic vision. Everyone loves music. I believe my role as a music educator is to expose my students to all types of music so that they can decide which styles, instruments, genres, etc. they like. Once they can succesfully complete certain exercises, then they will be ready to develop the technical skills of playing/singing music (as supported by the Montessori Method). I like Maria's idea that students at any age are capable of learning information and performing tasks that normally might seem "too advanced." As a child I remember trying to write my own songs and learn how to read music, but becoming very frustrated because I didn't have anyone to teach me. If I had been in a Montessori classroom, I believe I would have excelled dramatically in music at a younger age.
Discovery Learning Model
The Discovery Learning Model was developed by Jerome Bruner, and fits within the cognitive philosophy of learning. While this model has a lot in common with the Montessori Method, there are also a few fundamental differences. In this article reflection I will not only discuss the 4 key themes of the Discovery Learning Model, but also compare it with the Montessori Model.
Jerome Bruner conducted research on the ways in which needs, motivations, and expectations influence our perception. He also studied the role of strategies in the process of human categorization. A lot of his approach to cognitive development stemmed from environmental and experiential factors, which is similar to the Montessori Model. While Maria categorized development into 3 main groups, Bruner suggested that intellectual ability develops in stages through step-by-step changes in how the mind is used.
There are 4 main themes of the Discovery Learning Model, as outlined in Bruner's book The Process of Education (1960). The first is the role of structure. Bruner says, "If earlier learning is to render later learning easier, it must do so by providing a general picture in terms of which the relations between things encountered earlier and later are made as clear as possible." Similarly, Maria focused on children developing exercises that later allowed them to develop certain skills.
The second key theme of Bruner's philosophy is a readiness for learning. Both Jerome and Maria believed that you shouldn't postpone children's learning because it is too difficult. Bruner believed in a "spiral curriculum," which describes how developing curriculum should continually revisit basic ideas repeatedly in order to build on them. In music education, I find that this strategy is very helpful.
The third element of the Discovery Learning Model is intuitive and analytical thinking. Both Bruner and Montessori believed that the environment should promote the development of intuition.
The fourth element of Bruner's model addresses motives for learning. He believed that interest in the material should be the main motivation for learning (rather than outside rewards presented by the teacher). Both Bruner and Montessori believed that this motivation can be facilitated by the teacher creating an environment where the students customize their own learning. In the Discovery Model, the instructor manages problem solving and structured activities, especially within groups.
Although the Montessori and Discovery models have a lot in common, there are a few differences. For example, Bruner believed that learners process, store, and retrieve information for use, while Montessori believed that teachers mentor peer interaction and continuity of building on known concepts (similar to the constructivist view of John Dewey and Knowles). However, I believe that both models apply learning to any deep processing of exploring, synthesizing, and and organizing content. Bruner also focused on how humans develop an ability to categorize things, while Maria had a more holistic point of view.
I find a lot of value in the Discovery Model because I believe strongly in creating an environment where students are internally motivated. I also believe that this can be facilitated by the role of the teacher, meaning that the teacher provides structured activities within groups. Although I appreciate the idea of organized chaos in the Montessori Model, I think that there is a fine line between chaos and control that can be crossed. I feel more comfortable providing a bit more structure, as does Bruner in the Discovery Model.
Maria Montessori Method
Maria Montessori (1870 - 1952) said, "First the education of the senses, then the education of the intellect." This is the philosophy behind the Montessori Method, which stemmed from Maria's experience in medicine and interest in the diseases of children. Maria's theory of education comes from methods of medicine (Jean Itard and Edouard Sequin) , education (Froebel) , and anthropology (Giuseooe). In this article reflection I will first discuss the history of how the Montessori Method cam about, followed by its basic concepts and major areas of focus.
Maria Montessori was one of the first women in Italy to become qualified as a physician. Not only was she an innovator in the world of medicine, but her approach to education was one that was unheard of at the time- "I studied my children, and they taught me how to teach them." This approach developed from Maria's experience with teaching "defective" children how to read and write at the first Children's House in Rome in 1907 for "challenged youth." At the Children's House Maria sought to teach skills not by having children repeatedly try them, but rather by developing exercises that prepared them. There was a focus on learning important daily life lessons, discovering personal self interests, and creating supportive learning environments. For example, she actually taught a lesson on how to blow your nose unobtrusively in public. She would also start each day with the "game of silence," which was a kind of meditation that gave students a sense of peace and focus to start out the day. This is one example of how Maria believed that the teacher should be the "keeper" rather than the center of the learning environment.
Environment is perhaps one of the most important elements of the Montessori Method. Maria said, "When you have solved the problem of controlling the attention of the child, you have solved the entire problem of education." She believed in teachers creating a stimulating environment that engages the whole personality, which in turn develops responsibility. In the Montessori Method, there is usually a central room for intellectual work with smaller rooms off to the side. There should also be lots of outside space and choices to work outside. Furniture in the room should be light so that students can arrange it how they like. Cabinets should be low for children to reach, and should contain items that students can use. For meals students should prepare their own spots, wash their hands, and clean up after themselves when they're done. When this type of environment is combined with student-led discvovery, the environment can be described as "controlled chaos." All of this is described in Maria's book, Dr. Montessori's Own Handbook (which sold out within 4 days when it first came out).
Dr. Montessori's Own Handbook also describes some other basic concepts of the Montessori Method. These concepts include:
1. The teacher pays attention to the student rather than the other way around (as was the traditionally accepted method at the time when she wrote her book)
2. The child proceeds at their own pace in an environment controlled to provide means of learning
3. Imaginative teaching materials are the heart of the process
4. Each material is self-correcting to enable the child to proceed at their own pace and see their own mistakes
5. The 3 major areas of focus include: motor education, sensory education, and language
There are 3 main age groups within the Montessori Method. The first 2 groups are from birth - 2 1/2 years, and 2 1/2 - 6 years. Within these first 2 groups the focus is for children to use their own senses to explore and manipulate their immediate environment. The last age group is 6 1/2-12 years. This age group deals with abstract concepts based on their own new reasoning, creativity, and imagination. Maria believed that all children learn best through exploration, manipulation, order, repetition, abstraction, and communication.
The reason why I chose the Maria Method is because the idea of "controlled chaos" appeals to me. I love the idea of creating an environment that gives my students a chance to explore their own interests within a controlled environment. The more I am in the music classroom, the more I realize that my vision of a class sitting in rows and answering my questions as I call on them is an outdated and unrealistic vision. Everyone loves music. I believe my role as a music educator is to expose my students to all types of music so that they can decide which styles, instruments, genres, etc. they like. Once they can succesfully complete certain exercises, then they will be ready to develop the technical skills of playing/singing music (as supported by the Montessori Method). I like Maria's idea that students at any age are capable of learning information and performing tasks that normally might seem "too advanced." As a child I remember trying to write my own songs and learn how to read music, but becoming very frustrated because I didn't have anyone to teach me. If I had been in a Montessori classroom, I believe I would have excelled dramatically in music at a younger age.
Discovery Learning Model
The Discovery Learning Model was developed by Jerome Bruner, and fits within the cognitive philosophy of learning. While this model has a lot in common with the Montessori Method, there are also a few fundamental differences. In this article reflection I will not only discuss the 4 key themes of the Discovery Learning Model, but also compare it with the Montessori Model.
Jerome Bruner conducted research on the ways in which needs, motivations, and expectations influence our perception. He also studied the role of strategies in the process of human categorization. A lot of his approach to cognitive development stemmed from environmental and experiential factors, which is similar to the Montessori Model. While Maria categorized development into 3 main groups, Bruner suggested that intellectual ability develops in stages through step-by-step changes in how the mind is used.
There are 4 main themes of the Discovery Learning Model, as outlined in Bruner's book The Process of Education (1960). The first is the role of structure. Bruner says, "If earlier learning is to render later learning easier, it must do so by providing a general picture in terms of which the relations between things encountered earlier and later are made as clear as possible." Similarly, Maria focused on children developing exercises that later allowed them to develop certain skills.
The second key theme of Bruner's philosophy is a readiness for learning. Both Jerome and Maria believed that you shouldn't postpone children's learning because it is too difficult. Bruner believed in a "spiral curriculum," which describes how developing curriculum should continually revisit basic ideas repeatedly in order to build on them. In music education, I find that this strategy is very helpful.
The third element of the Discovery Learning Model is intuitive and analytical thinking. Both Bruner and Montessori believed that the environment should promote the development of intuition.
The fourth element of Bruner's model addresses motives for learning. He believed that interest in the material should be the main motivation for learning (rather than outside rewards presented by the teacher). Both Bruner and Montessori believed that this motivation can be facilitated by the teacher creating an environment where the students customize their own learning. In the Discovery Model, the instructor manages problem solving and structured activities, especially within groups.
Although the Montessori and Discovery models have a lot in common, there are a few differences. For example, Bruner believed that learners process, store, and retrieve information for use, while Montessori believed that teachers mentor peer interaction and continuity of building on known concepts (similar to the constructivist view of John Dewey and Knowles). However, I believe that both models apply learning to any deep processing of exploring, synthesizing, and and organizing content. Bruner also focused on how humans develop an ability to categorize things, while Maria had a more holistic point of view.
I find a lot of value in the Discovery Model because I believe strongly in creating an environment where students are internally motivated. I also believe that this can be facilitated by the role of the teacher, meaning that the teacher provides structured activities within groups. Although I appreciate the idea of organized chaos in the Montessori Model, I think that there is a fine line between chaos and control that can be crossed. I feel more comfortable providing a bit more structure, as does Bruner in the Discovery Model.